Relevant bibliographies by topics / Mentally ill children – Education – Ontario

Academic literature on the topic 'Mentally ill children – Education – Ontario'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Mentally ill children – Education – Ontario"

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Wolff, Geoffrey, Soumitra Pathare, Tom Craig, and Julian Leff. "Community Attitudes to Mental Illness." British Journal of Psychiatry 168, no. 2 (February 1996): 183–90. http://dx.doi.org/10.1192/bjp.168.2.183.

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BackgroundThe baseline findings from a controlled study of the effect of a public education campaign on community attitudes to mental illness are presented.MethodA census of attitudes to mental illness was conducted in two areas, prior to the opening of supported houses for the mentally ill Factor analysis of the Community Attitudes toward the Mentally III (CAMI) inventory revealed three components: Fear and Exclusion, Social Control and Goodwill.ResultsThe only determinant of Fear and Exclusion was having children. The main determinants of Social Control were social class, ethnic origin, age, having suffered mental illness and having children. The main determinant of Goodwill was educational level The attitude factors were predictive of respondents' behavioural intentions toward the mentally ill. Respondents with children and non-Caucasians were more likely to object to the mentally ill living in their neighbourhood.ConclusionsAny intervention aimed at changing attitudes to mentally ill people in the community should be targeted at people with children and non-Caucasians, as these groups are more likely to object.
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PRETIS, MANFRED, and ALEKSANDRA DIMOVA. "Vulnerable children of mentally ill parents: towards evidence-based support for improving resilience." Support for Learning 23, no. 3 (August 2008): 152–59. http://dx.doi.org/10.1111/j.1467-9604.2008.00386.x.

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Bibou-Nakou, I. "Helping Teachers to Help Children Living with a Mentally Ill Parent." School Psychology International 25, no. 1 (February 2004): 42–58. http://dx.doi.org/10.1177/0143034304041502.

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Jelkic, Milica, Gordana Mandic-Gajic, Zvezdana Stojanovic, Milan Djokic, Aleksandar Eror, and Ksenija Kolundzija. "The characteristics of family functioning with mentally ill children and adolescents." Vojnosanitetski pregled 75, no. 1 (2018): 23–29. http://dx.doi.org/10.2298/vsp160426283j.

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Background/Aim. The family functioning and characteristics are the major risk factors in the genesis and persistence of mental disorders in children. The aim of this study was to evaluate the characteristics of functioning of family with mentally ill children and adolescents. Methods. This study explored 47 families with a child/adolescent suffering from mental disorders and 47 families of age matched healthy children/adolescents. The socio-demographic questionnaire, Social Adaptation Self-evaluation scale (SASS) and Family Adaptability and Cohesion Evaluation Scale (FACES III) (Olson, 1983) were completed by parents. Results. For all three FACES III dimensions multivariate analysis of variance (MANOVA) showed significant differences between groups ( Wilks ? = .887; F = 3.839; df = 3; p = 0.012). Univariate analysis results showed significant differences for cohesiveness F = 6.99 p = 0.001 and adaptability F = 10.07 p = 0 .001. The analysis of the social adaption (SASS) assessment showed that the mean score for clinical vs. non-clinical group was 39.66 ? 6.82 vs. 38.06 ? 8.44 without significant difference between groups (p = 0.32). The families of mentally ill children showed frequently lower socioeconomic status and education level, higher number of children per family, and broken home. Conclusion. The results suggested that cohesiveness and adaptability were significantly more prominent among families with mentaly ill children, but adaptation was similar to families with healthy children. It would be useful to evaluate adaptability, cohesiveness and adaptation of primary families when planning prevention and rehabillitation of mentally ill children and adolescent.
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Loch, Ulrike. "The family as a place of education. Between a school-centred focus on education and family needs." Center for Educational Policy Studies Journal 6, no. 4 (December 31, 2016): 93–113. http://dx.doi.org/10.26529/cepsj.55.

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The results of the PISA studies over recent years have revealed the social selectivity of the scholastic education system. Based on my empirical research on families with mentally ill parents, I show how, for the children involved, social exclusion begins before they even start school; how the parents' mental illness is seen to affect the children, and what support the families in question require. This shows how important it is to take family coping situations into account in the educational discourse on the child and youth welfare services and formal education systems.
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Finzi, Ricky, and Dorit Stange. "Short Term Group Intervention as a Means of Improving the Adjustment of Children of Mentally Ill Parents." Social Work With Groups 20, no. 4 (April 7, 1998): 69–80. http://dx.doi.org/10.1300/j009v20n04_06.

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Erman, Deniz Onur. "Purest form of creation: Art Brut." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 6 (September 14, 2018): 134–42. http://dx.doi.org/10.18844/prosoc.v5i6.3850.

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In many cultures, it has been a long-established practice to apply various domains of art as therapy methods in asylums, prisons and rehabilitation centres in order to help people express themselves and their current circumstances and to aid cure themselves. Hans Prinzhorn’s book entitled ‘Artistry of the mentally ill’, which was published in 1924 in Berlin has been the initial resource for Art Brut, also known as ‘raw art’. A French artist, Jean Dubuffet has first used Art Brut as an artistic term in 1945, which has ignited major debates in the artistic milieu. The ultimate goal of these artists was to unveil the works of those with no art education, of mentally ill patients, rejected and marginalised individuals, children and major criminals, in order to question the authenticity of all established approaches to art through the revelation of instinctive expression andthe purest form of creation.Keywords: Art Brut, Jean Dubuffet, raw art, outsider art, primitive art.
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Swanepoel, Magdaleen. "Human Rights That Influence The Mentally Ill Patient In South African Medical Law: A Discussion of Sections 9; 27; 30 and 31 of the Constitution." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 14, no. 7 (June 9, 2017): 126. http://dx.doi.org/10.17159/1727-3781/2011/v14i7a2619.

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The personalised nature of mental illness obscures from general view the intolerable burden of private and public distress that people with serious mental illness carry. Invariably the mentally ill person encounters rejection and humiliation that are in some way tantamount to a "second illness." The combination either disrupts or puts beyond reach the usual personal and social life stages of marriage, family life, raising children, sexual relationships, the choice of treatment, affordable housing, transportation, education and gainful employment. As a result of their lack of financial and social support and their experience of rejection from society, persons with mental illness tend to neglect themselves and their diet, and frequently delay seeking treatment. Against this background, this contribution critically focuses on the human rights that influence the mentally ill patient in South African medical law. Specific attention is paid to the relevance and meaning of sections 9 (the equality clause), 27 (access to health care services), 30 and 31 (language, culture and religion) of the Constitution of the Republic of South Africa, 1996.
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Suri, Rajni, Anshu Suri, Neelam Kumari, Amool R. Singh, and Manisha Kiran. "Socio Demographic and Clinical Profile of Indoor Female Patients of RINPAS." Indian Journal of Psychiatric Social Work 8, no. 1 (February 13, 2017): 33. http://dx.doi.org/10.29120/ijpsw.2017.v8.i1.13.

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The role of women is very crucial in our society. She cares for her parents, partner, children and other relatives. She performs all types of duties in family and also in the society without any expectations. Because of playing many roles, women often face many challenges in their life including both physical and mental. Mental health problems affect women and men equally, but some problems are more common among women including both physical and mental health problems. Aim of the study - The present study is aimed to describe and compare the clinical and socio-demographic correlates of female mentally ill patients. Methods and Materials: The study includes 180 female mentally ill patients based on cross sectional design and the sample for the study was drawn purposively. A semi structured socio-demographic data sheet was prepared to collect relevant information as per the need of the study. Result: The present study reveals that the socio-demographic factors contribute a vital role in mental illness. Findings also showed that majority of patients had mental problems in the age range of 20-30 have high rate. Illiterate and primary level of education and daily wage working women as well as low and middle socio-economic status women are more prone to have mental illness. Other factors like marital status, type of family and religion etc also important factors for mental illness. Keywords: Socio demographic profile, female, psychiatric patient
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Wanot, Wojciech, Barbara Szczygieł, Bartosz Wanot, and Mariana Magerčiaková. "CARE FOR A PATIENT WITH DEPRESSION." Scientific Journal of Polonia University 35, no. 4 (June 28, 2019): 110–20. http://dx.doi.org/10.23856/3513.

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It is important to run a family therapy alongside treatment of a patient with depression. The patient's family commits quite a frequent mistake of treating depression complaints as a manifestation of laziness, fatigue and ill will. There are two stages in education. In the first one, the essence of depression to the patient and his family is explained. The second stage of education is to draw attention to the mental and social sphere of the patient. This stage consists of two phases: psychological and social. Therapeutic communication is a specific form of communication. Help is directed to people who cannot make order in their own emotions, thoughts and perceive correctly the surrounding reality. The purpose of communication is also to facilitate the patient's expression of emotions. Therefore, therapeutic communication of a healing nature is the basis for helping mentally ill patients. Suicide is usually committed on impulse in the first, acute phase of depression or after entering the latent phase. Suicide is now considered a multidimensional phenomenon, resulting from the complex interaction of biological, psychological, sociological and environmental factors. The psychological state of people with suicidal tendencies is characterized by three characteristics: ambivalence, impulsiveness, stiffness. Suicide in children and adolescents is of the utmost importance
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Dissertations / Theses on the topic "Mentally ill children – Education – Ontario"

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McGinty, Thomas J. "Reintegrating Students with Emotional Disturbance from Therapeutic Educational Placements to High Schools: Student and Adult Perceptions." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/McGintyTJ2007.pdf.

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Logee, Ashley Shannon. "How home-based clinicians assess and assist parent(s) who experience changes in family dynamics post discharge of their pre-latency/latency age child's first psychiatric hospitalization : a project based upon an independent investigation /." View online, 2008. http://hdl.handle.net/10090/5909.

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McFann, Mitchell Louis. "Relationship between profiles of attention and special education placement." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001183.

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Coltrane, Jelisa. "School personnel perceptions of the current level of interagency collaboration available for students identified as seriously emotionally disturbed, ages 5-18, within the Commonwealth of Virginia." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-171913/.

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Bradshaw, Keith Allan. "Integration of children with behaviour disorders : a comparative case study analysis in two Australian states /." [Milperra, N.S.W. : The Author], 1994. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030710.115447/index.html.

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Hunter, Robert A. (Robert Allan). "Evaluation of the Preparation for Adult Living Training Program for Severely Emotionally Disturbed Adolescents in a Residential Treatment Center." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278755/.

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The purpose of this study was to determine the effectiveness of the Preparation for Adult Living skills training program by measuring the learning gains and learning outcomes of students participating in the training. The quasi-experimental posttest control group design was used. A treatment sample of twelve students received the Preparation for Adult Living training. A nontreatment sample was selected by matching the characteristics of educational and reading level and the gender of twelve students with no previous independent living skills training with those of the treatment sample. Students in the treatment sample were tested for learning gains using the Preparation for Adult Living Test. Both the treatment and nontreatment sample were tested using the post-training Preparation for Adult Living Scale to determine the level of their learning outcomes. The Preparation for Adult Living Test results were analyzed using the t-test for correlated samples of pretests and posttests. The t-test for independent samples was used to analyze the Preparation for Adult Living Scale results to determine the students' learning outcomes. A Pearson r correlation coefficient was calculated for Preparation for Adult Living Scale scores to determine if a relationship existed between employment and the life coping skills of the treatment sample. The findings indicated that no learning gains were made during the training, but that the training had an impact on the students' post-training life-coping skills. A strong relationship was found between the specific life-coping and employment skills of the treatment sample. Investigation of the reliability and validity of the Preparation for Adult Living Test and Scale instruments was recommended.
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Taylor, Linda Diane. "A descriptive study of special education costs to local education agencies and program administrators' perceptions of quality in self-contained and regional programs for seriously emotionally disturbed students in the Hampton Roads area of Virginia." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135932/.

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Smith, Patricia Gallagher. "Classroom behaviors, academic achievement, and self-, teacher, and parent perceptions of elementary SBH and SLD children /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726460321664.

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Lam, Ka-ting Meggan. "A preliminary study of the suitability of the psycho-educational profile in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B29783069.

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Gonzalez, Christine. "Investigating patterns among demographics, identification practices, interventions, and educational outcomes for students with serious emotional disturbance." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4328/.

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This study explored potential patterns of association among the demographic characteristics, identification practices, educational interventions, and educational outcomes for students with serious emotional disturbance (SED) as well as specifically investigated the impact of age at identification with SED and the presence of co-occurring disabilities. Data was gathered from the educational records of students with SED in seven rural to semi-rural districts in Texas. Demographic information included gender, ethnicity, age at identification with SED, and identification with co-occurring disabilities. Identification variables that were investigated include the five federal qualifying criteria for SED, IQ score, and BASC and/or CBCL scores. Intervention variables that were explored included placement setting, restrictiveness of placement setting, type of related services provided, parental attendance at multidisciplinary team meetings, number of multidisciplinary team meetings, and total time spent in special education as a student with SED. Outcome variables that were examined included achievement levels in reading and math, attendance, special education status, and grade retention. Results suggested that earlier identification with SED is related to placement in less restrictive settings, achievement within two years of grade level in reading, and lower average number of absences. The presence of co-occurring disabilities in addition to SED is associated with placement in more restrictive settings and with achievement that is two or more years below grade level in reading and math. Additional findings and implications for future research as well as for current practice are discussed.
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Books on the topic "Mentally ill children – Education – Ontario"

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Knitzer, Jane. At the schoolhouse door: An examination of programs and policies for children with behavioral and emotional problems. New York, N.Y: Bank Street College of Education, 1990.

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L, Paul James, and Epanchin Betty Cooper, eds. Educating emotionally disturbed children and youth: Theories and practices for teachers. 2nd ed. New York: Merrill, 1991.

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Corporation, National Learning, ed. New Rudman's questions and answers on the NTE specialty area examination in teaching emotionally disturbed: Test preparation study guide. Syosset, N.Y: National Learning Corporation, 2000.

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1938-, Giuliani George A., ed. Classroom management for students with emotional and behavioral disorders: A step-by-step guide for educators. Thousand Oaks, Calif: Corwin Press, 2008.

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Just another kid. New York: Avon Books, 2003.

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Connecticut. State Dept. of Education. Special study on identification and placement of special education students due to misconduct: Report to the Education Committee of the General Assembly. [Hartford, Conn.]: The Department, 1996.

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Shepherd, Terry L. Working with students with emotional and behavior disorders: Characteristics and teaching strategies. Upper Saddle River, N.J: Merrill, 2010.

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Working with students with emotional and behavior disorders: Characteristics and teaching strategies. Upper Saddle River, N.J: Merrill, 2010.

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J, Waller Raymond, ed. Fostering child and adolescent mental health in the classroom. Thousand Oaks: Sage Publications, 2006.

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1934-, Shea Thomas M., ed. Learners with emotional and behavioral disorders: An introduction. Upper Saddle River, N.J: Merrill, 1999.

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Book chapters on the topic "Mentally ill children – Education – Ontario"

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Teague, Samuel, and Peter Robinson. "Violence." In Research Anthology on Mental Health Stigma, Education, and Treatment, 991–1011. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8544-3.ch056.

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This chapter explores the extent to which journalists draw on long-standing mental health narratives when telling their stories about the “mentally ill” and, in particular, their tendency to depict the mentally ill as violent and dangerous. The chapter is divided into three sub-categories based on the perpetrators of violent crime committed against members of their immediate family. These were “fathers,” of which 24 articles were dedicated to the stories of 11 men; “mothers,” where 22 articles documented the stories of 24 mothers who harmed their children; and finally, “progeny,” where 58 articles presented 17 cases of sons or daughters who killed, or planned to kill, one or both of their parents. Despite differences in the way Australian journalists explain the violence depicted in these stories, particularly when the perpetrator was a female, they continually drew on mental health as an explanatory device to account for how and why these crimes took place. This provides evidence for a continuation of the confinement narrative presented in Chapter 1.
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Sartorius, Norman. "Early interventions to prevent stigmatization and its consequences." In Early Intervention in Psychiatric Disorders Across Cultures, 9–16. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198820833.003.0002.

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People with mental illness are usually characterized by the unpredictability of their behaviour: this feature is central to the concept of ‘mentally ill’ and has found its expression in words such as ‘alien’ (describing a person whose behaviour is different and unpredictable) or ‘alienist’ (as a description of a psychiatrist who deals with mentally ill people). Unpredictability is the very basis of stigma: individuals with mental illness are separated from other people by their key characteristic of being different, alien, unpredictable—and therefore funny, dangerous, not belonging. The consequence of this fact for the fight against stigmatization is that a key element of work must be the education of parents, teachers, and others who influence the development of children in order that these children become adults who accept the notion that people with mental illness are similar to themselves (and to other people who do not have the illness) and that it is the illness that makes them different. Interventions against stigmatization must therefore begin not with the onset of illness or with the first encounter with a mentally ill person but with the concept formation—hence, early in life. Parents and teachers are, of course, not the only ones who influence children and the formation of concepts; media and other sources of information must participate in these efforts. The chapter also describes some of the measures that have been shown, in the course of several major studies in recent years, to be effective in reducing stigma.
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Marzano, Gilberto, and Joanna Lizut. "A Cyberbullying Portfolio for School Social Educators." In Advances in Early Childhood and K-12 Education, 293–319. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8076-8.ch010.

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In this chapter, a curriculum for school social educators will be presented and discussed. It aims to provide them with basic competences to combat cyberbullying and conduct internet safety programs in schools. In the previous chapters, multifarious aspects related to cyberbullying have been highlighted. Literature is rich in analysis and experiments that, nowadays, are being conducted everywhere, not only in Western countries. Cyberbullying is a global phenomenon, although there are differences depending on cultural attitudes (e.g., gender aspects and other factors related to the perception and evaluation of online harassment). Cyberbullying is closely connected to technology. Among human beings, harassing, harming, and defaming others is not a recent habit, but technology has exploded the scale of the harassment, harming, and defamation with hugely disruptive consequences. To combat the effect of the malicious use of technology, professional experts are necessary that should also be educators, since they should work inside the school. Cyber safety competences should be included in the curriculum of social educators in the same way as are competences to sustain children with behavioral disturbance, support mentally ill persons, assist elderly persons, rehabilitate drug and alcohol addicts, integrate migrants, and so on. From the experience of running a training course for social workers in Poland on cyber threats, and from comparison with other teaching-learning practices on cyberbullying prevention, a portfolio of competence has been defined.
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